PIKO · PLAN · BUILD · TEST
Make signs everyone understands
Speaking, images and words, counting and comparing, considering different users.
Suggested years: 1 / 2 / 3 / 4 · 3–5 students · 1 days
How can a sign explain where to queue, place bags or tidy materials without shouting?
Create a team record →What you will make
Two freestanding signs, ten task cards and comprehension trials
Materials
Cardboard, paper, colours, tape and ten handmade action/location cards. Test the signs on a tabletop first.
Constraints
Use the same sign size and ten task cards. Do not explain the symbol before testing. Ask a teacher before displaying it in a shared space.
Discuss this trade-off
Are more words clearer, or are pictures easier? What if someone cannot read the words or distinguish the colours?
How to test fairly
Mark five tabletop zones: queue, bags, books, tools and waste paper. Make signs and ten task cards, two per zone, such as “put a counter in the book zone”; agree correct destinations beforehand. Three peers each perform ten tasks using version one. Count correct destinations and note misunderstandings. Revise and repeat with three new peers using the same cards.
Skills you will practise
Speaking, images and words, counting and comparing, considering different users.
Extend the challenge
Years 3–4: classify misunderstandings and explain what changed and why.
Plan the time
Suggested calendar days: 1 days. Days describe a suggested calendar schedule, not continuous working time. Allow discussion, role rotation and tidying between rounds. The seed project uses two consecutive seven-day observation cycles.
Seven steps for working together
Form a team
Choose distinct nicknames, confirm everyone is present and assign first-round responsibilities.
Hear different proposals
Each member proposes an idea and a reason; compare trade-offs and retain alternative views.
Plan a fair test
Record a prediction, build steps, measurement method, and what will change or remain constant.
Build & test version one
Build a physical first version or drawing. Retain three original readings and notes on failures.
Revise & test again
Revise using evidence, rotate responsibilities and take three readings with the same method.
Share & reflect
Show the product or a paper chart, explain the limits of both rounds, and collect each member’s contribution and reflection.
Review your evidence
Check the evidence is complete and discuss four feedback dimensions with a teacher or another team.
Original readings from both rounds
Correct interpretations out of ten (items) · 0–10
A blank means not measured yet; zero means a measured zero. Keep the original readings, including failures.
Agree on the measurement method first. Retain three readings per version, compare means and ranges, and explain the result with its conditions and limitations.
| Version | Reading 1 | Reading 2 | Reading 3 |
|---|---|---|---|
| Version one | ________ | ________ | ________ |
| Version two | ________ | ________ | ________ |
Share the work in teams of 3–5
Use these roles in round one; rotate one position in round two. In teams of three, combine recording and coordination with other duties; teams of four share coordination. Everyone proposes an idea and takes part in testing.
- Designer / questioner
- Builder / materials
- Tester / measurer
- Recorder / presenter
- Listener / coordinator
Teacher notes
Check materials and constraints, then group by readiness. Notice who hears an alternative, changes their mind and explains evidence. Rotate roles between tests. Accept failure or no improvement, using a next-step plan to continue learning.
Give feedback on the actual process
- Question and trade-offs: compare reasons for two proposals and consider who is affected.
- Fair testing: explain what changed and what stayed constant; retain failures and repeated readings.
- Evidence: use original data, state limitations and propose a testable next step.
- Collaboration: everyone contributes, hears an alternative and rotates duties in round two.
Describe each dimension as needing support, explaining independently, or transferring to a new situation, with an observed example. Hear from every member.
Design references and scope
These original Piko Game primary projects draw on Astra Nova’s emphasis on problem solving, constructive disagreements and collaboration, and Synthesis’s emphasis on team discussion. Astra Nova currently serves ages 11–18. These age-adapted activities are independent of both organisations and are not their official curriculum.
Choose by readiness
Years indicate participation readiness. Teachers can adapt for reading, measuring and collaboration; young learners may draw or dictate with adult recording support. China 5–4 recommendations are readiness labels, not a certified curriculum mapping.
What to record
Team records stay in this browser and are never published on these public guides. Use nicknames. Export and import a file to change devices; export a backup before leaving if saving is unavailable.